Effects of Technology-Mediated Instructional Strategies on Motivation, Performance, and Self-Directed Learning

Abstract

The shift in education from an instructor-centered to a learner-centered focus requires learners to be selfdirected and motivated. However, empirical data are lacking on how to positively effect self-directed learning. Further, the motivational needs of learners are often overlooked, and there is need for more literature examining both self-directed learning and motivation in technology-mediated learning environments. The purpose of this design experiment was to attempt to positively affect motivation, performance, and self-directed learning of undergraduate students enrolled in a tuition-free, public military school. A second purpose was to use new technologies to deliver these instructional strategies as supplementary course content. The subjects in this study were undergraduate students enrolled in a tuition-free, public military school in the Northeast United States. 784 students, representing approximately 20% of the population at the academy, were randomly divided into control and experimental groups for each of 16 instructors. Interventions were developed using Keller’s ARCS model of motivation and delivered via PDA, web, and other technologies. The within-subjects research design used a mixed method approach involving both quantitative and qualitative data. Students completed four surveys to measure motivation and SDL. Course aggregate points were used to measure academic performance. The findings showed there were significant differences in motivation, academic performance, and proclivity to be self-directed learners of students who accessed the technology-mediated instructional strategies, suggesting that such motivational strategies should be incorporated into course instructional design.

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